■ LP 632 



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U5 



"1L /ANCE SHEETS 



UNITED STATES BUREAU OF EDUCATION 
/i 

CHAPTER FROM THE REPORT OF THE COMMISSIONER OF EDUCATION 

For I90t; 



Chapter I 



education in Great Britain and 
Ireland, 1904-1906 



WASHINGTON 

GOVERNMENT l'KINTINO OFFICE 
1907 



*J 



CHAPTER I. 
EDUCATION TN GREAT BRITAIN AND IRELAND, 1904-1906." 

Groat Britain and Ireland, constitutional monarchy; area, England and Wales, 58,180 square miles; 
population, 33,957,648 (estimated 1904). Scotland, 20,820 square miles; population, 4,652,063 (esti- 
mated 1904). Ireland, 32,583 square miles; population, 4,399,395 (estimated 1004). 



TOPICAL OUTLINE. 



Comparative independence of educational institutions in Great Britain.— Relations of the Government 

to educational institutions in Great Britain.— Statistical summary of schools and universities, 

Tables 1-5. 
England and Wales, record of the year: The education bill of 1900; efforts to improve the living i 

tions of the poorer class's; the " Provision of meals ad : " the higher elementary schools. 
Detailed view of element ary education. England and Wales: Relation of the hoard of education to 

elementary schools; local administration of schools: statistical summary of the several classes of 

elementary schools, Tables 1 and II; additional particulars relative to ordinary public elementary 

schools; expenditures^ 1905-0. 
Universities of Great Britain and Ireland: Students in specified years from 1897 to 1904; university 

notes, Oxford: Cambridge; Aberdeen: Dublin; the university colleges aided by Parliamentary 

grant. 



RELATIONS OF THE GOVERNMENT TO EDUCATIONAL INSTITUTIONS IN GREAT BRITAIN". 

The conditions under which education is fostered in Great Britain are in many 
respects similar to those characteristic of the United States. In neither country are 
the different departments of education welded into a system as they are in France 
and in other continental countries. The independence and variety of institutions 
is even more marked in Great Britain than in our own country and extends to all grades 
of education above the elementary. 

In each division of the Kingdom the elementary schools have been organized in a 
system under the supervision, and with the fostering aid. pf the Government. In 
England the system is administered by the board of education which came into 
existence April 1, 1900, replacing both the education department and the department 
of science and arts. The education department for Scotland (committee of council 
on education; administers the treasury grant for elementary schools, which are under 
the immediate management of local school boards. In Ireland the elementary or 
national schools are under the superintendence of the "Commissioners of national 
education in Ireland." These commissioners issue general regulations for (ho schools 
and administer the annual grant for elementary education, which is paid over to the 
local school managers, 

A comprehensive view of the schools and higher institutions aided by the Govern- 
ment in the different divisions of Great Britain is afforded by a "return" dated 
April 4, 1906, prepared in response to a call by the House of Commons during the last 
session. This is the first endeavor on the pari of the Government to embody in one 
presentation the whole educational work which it fosters, and is a significant si,L r n of 
the growing sense of the interrelations of all grades and kinds of . ducat ion. 

The statistical tallies comprised in the return referred to are given below. They 
are accompanied in the original document by copious notes explaining the conditions 
pi culiar to each division of the Kingdom that prevent statistics classed together from 

a For complete index of articles on education in Great Britain and Ireland in reports of this scries, see 
Report of Commissioner for 190-1. vol. 1. chap, xii, pp. 799-832. 

ED 1000— VOL 1 1 1 



EDUCATION REPORT, 1906. 



being exactly homogeneous. These considerations have special significance in respect 
to the purposes for which the return was ordered; but since they relate often to 
minute details of administration which are of little general interest, only such of the 
notes are repeated in connection with the tables as serve to explain special features of 
that part of education to which the particular table may relate. Further than this, it 
will suffice to quote here the following statement as to the relation of the statistics given 
in the prefatory note of the return. "The figures as to the numbers of educational 
institutions and numbers of pupils in them relate to periods often different from each 
other and in every case different from the period taken for the financial returns, viz, 
the financial year. The methods of making grants and of calculating them differ in 
England and Wales, Scotland, and Ireland, respectively, and it is only after a careful 
comparative study of the various bodies of regulations that any sure basis for a com- 
parison of the figures in this return can be obtained." 

Efforts have recently been made to bring the secondary schools in the different 
divisions of the Kingdom under the general supervision of the Government and to 
supplement their resources by public funds. Wales has a special administrative b< >d y 
for this work — the intermediate education board — similar to the corresponding board 
previously established in Ireland. In Scotland secondary schools were recognized as 
part of the public system of education provided for by the law of 1872; and in England, 
which has been more backward in this respect than other divisions of the Kingdom, 
the province of the board of education has been extended to include secondary schools. 
In like manner provision for technical education has been made both by means of 
treasury grants and local taxes. Hence the statistics comprised in the return and here 
reproduced are classified under four heads corresponding to the four recognized 
departments or grades of education. 

STATISTICAL SUMMARY OP SCHOOLS AND UNIVERSITIES. 

Table 1. — Summarized statistics of primary education in the United Kingdom for the 

year 1904-5. 





Total 
number 
of public 
elemen- 




Total 




Total 
number 


Number of 
principal teach- 
ers. 


Number of 
assistant cer- 
tificated teach- 
ers. 


Number of 
assistant uncer- 
tificated teach- 
ers. 




tary 
schools re- 
ceiving 
grants 
from Im- 
perial ex- 
chequer. 


number 
of pupils 
on rolls. 


of pupils 
in average 
attend- 
ance. 


Men. 


Women. 


Men. 


Women. 


Men. 


Women. 


England and 

Wales 

Scotland 

Ireland 


20, 656 
3,244 
8,574 


6,065,660 
804, 162 
724, 694 


5,266,690 
696, 381 
478,900 


13,949 
2,404 
4,635 


18, 101 
1,422 
3,939 


14, 870 
2,287 
1,165 


33,543 
7,491 
2,858 


5,554 
205 


36,581 
2,513 








Number of 
supplemen- 
tary teachers. 


Number of 
pupil teach- 
ers. 


Average num- 
ber of pupils 
in average at- 
tendance per 
principal 
teacher. 


Average salary of 
principal teacher. 


Average salary for 
assistant certifi- 
cated teachers. 




Men. 


Wom- 
en. 


Men. 


Wom- 
en. 


Men. 


Wom- 
en. 


Men. 


Women. 


Men. 


Women. 


England and 




19,020 


5,366 
676 
850 


25, 265 
3,515 
2.633 


181.8 
215 
53.4 


151 
126 
58.7 


£. s. d. 

160 15 9 
179 6 
102 19 6 


£. s. d. 

109 13 6 
90 6 
82 11 9 


£. s. d. 

114 17 10 
122 3 2 
73 2 4 


£. s. d. 
83 12 6 


Scotland 


3 


54 

730 


75 2 10 

58 1 1 





































Total grants from Imperial exchequer: England and Wales, £11,065,496 12s. 4d.« ($53,778,310); Scot- 
land, £1,451,020 ($7,051,957); Ireland, £1,364,887 ($6,633,350). 

a The current exchange value of a pound, viz, $4.S6, is here used. 



EDUCATION IN GEEAT BRITAIN AND IRELAND. 
Table 2. — Secondary education. 



England and Wales 

Scotland 

In [and 



Total 
number of 
schools re- 
ceiving 
State 
grants. 



G79 

51 

310 



Total 
number of 
registered 

pupils. 



95,299 
10,300 
14,879 



Number 
of pupils 
per 1,000 
in propor- 
tion to 
popula- 
tion. 



2.8 
3.5 
3.6 



Total grants from 
Imperial ex- 
chequer. 



"£223,059 12s. Cd. 
($1,08 

£16,442 

($79, 608) 

6£20,9fi0 7s. 2d. 

($101,865) 



Exclusive of £22,G21 for intermediate education in Wales. 

6 Exclusive of funds at the disposal of the commissioners of intermediate education 
These t'nuls are: (a) The interest of £1,000,000 derived from the Irish Church temporalities ,6) The 
readue of the Irish share oi the local taxation (customs and excise) duttMS^sSto^claunio! 
XX^s%l&^^riXf7e a ^^ 0mtt0£&m ^^^ (c) Interest^ 
,,|V!ifK l ' r V,l l ! lg P on ' m]wr 31, 1905, the income of the board was, from source (a) £27 500 from source 
Snagm? ' S ° UrCe ( ° £3,095 9S - Ud - includi "S £ ™ &■ Hd. as interest advances to 

Table 3. — Technical education. 

NOTES ON TUE FIGURES GIVEN FOR ENGLAND AND WALES. 

in cm?,f Ch ° 0ls a Y J cUsSC f ^Ju 11 undor thc hcad of " Technical education" include the variousclasses and 

en o ' M .%T'\ r nd 'f rt % ^ss' s ' "tt"^ 2P* ^ /° r "I 6 ^ SCh00lS ' techn.eal institf/ttons! and 
scnoois oi art ana art Classes. 1 hey, therefore, include certa n classes held under Division T of the 
evening school regulations, many of which are not of a strictlv technical nature but are rather of the 

! !*? ' V f ,, "'»' n 3 continuation work in general education. No figures are giVen in the tabfe of tho 
number of agricultural colleges receiving State aid through the board of agriculture oroT thenurnber of 

e (stered students in those colleges or of the amount of the grants received frmtlie 1 oar a-ricu^- 
aUto IS umversit.es and colleges received grants fo? agriculture during ?19oV 5 ? amonnUng in 

thfitfr^^lffnZ S ti^ r nn tl}eS f S l r . e i ed ^. l the following paragraphs are used to connect the notes with 
tne items m the table below against which similar figures are placed 

« The nnmhnr °n f SSSS a ? d ^l 86 ? ia J he nu «n*>er recognized for the session 1904-5. 
du^thevea^lndfn^lt^iS^ 118 ^ 116 ""P* 0n the Fosters •* saving attended at any time 
n*™S?i i • J ending July 31, 1905. not the number in respect of whom grants were Daid The number 
of pupils in respect of whom granl s were paid during 1904 5 was 935 4307 number 

1 he figures in the table do not include the cost of maintaining the roval colleges of science and of art 
£rhn™ ?r t ? na f and A . Ibert Muse " m or the Geological Museum, all of which are suppor ,; b v the Imperii 
exchequer by funds borne upon the vote of the board of education. The amounts are as follows? 

Royal College of Science £ s - d - 

Royal College of Art JJ.OK " ,? 

Museums, etc 11,<49 9 11 

Geological Museum ..".".' ™>%>j " B 2 

o,o3a o 5 

NOTES ON THE FIGURES GIVEN FOR SCOTLAND. 

to T £16J58 gUr ° S d ° " 0t inClU<3 ° the ox P enditure in TCS P ect °f the Royal Scottish Museum, which amounts 

wUh^hellVmAZYhftauJiZf?'! 1 ™™ P™ c i di W M?: following paragraphs are used to connect the notes 
uttn, tne item* in the table below against which similar figures arc placed. 

Sa&c^tur^ccUe^esT 611 inthotable ' 7Marecontinuat,oncl ^8es and 10 central institutions, Including 

J-»L This I s lh " ,, .";"'"', r , in respect of whom grants were paid. The department has no record of the 

^ ^;!m'j;::;:. tni y ,n:!,,: "" rs ' lmt th,s ri nonsi,l " r:,My ^ r " ;i, " r ' ii:ia ,h " ""' ; ' ;i ' r ' :; -i"^ 

scholarships." 1 i,ll,ni,,,,s Grants amounting to £6,810 4s. 9d. to agricultural colleges and £975 10s. tor loo l 

NOTES ON THE FIGURES GIVEN FOR 'IRELAND. 

This table does not include statistics in respect of agricultural education. 
a?4tZZr£* T7, r Y", Varentheses preceding the following paragraphs ore used to connect the notes with 
the items m the table bdow against which simitar figures areplaced 

to lull u "vh '-" m, V" ,s ,'i sri ''"''',' : !'"' "IftHS" conducted during the academic year, August 1, 1904 
^■m '.,',', i ° llenC€ <""> Arl Directory tor 1901), which Quau^edtor 

dnrfnin f * ^ T^ ""'" conducted by, or aided by, local technical instruction c< ,utt ll 

•\rt Ml r'ri h l ,V" l, . , ».' 1 "»».'-.v:.r. hut excludes the Royal College of Bclence, the Metropoutan 8 ■ ' o ,f 
^ifw^L"/ l t r;l,!un - l S* 001 '" Domestic Economy, and 61? short courses of instruction '(usually of 
nlv * ,.;n r; '„ 1 ';n r T h ; r V V 'i ,V, '; , "' inr, ''' i ' lmiu - ""' d •Tart,n.■n.^a.^,demic■ve.,r.A..;,si : iffito 

v^hfJ'n '■ rural districts by Instro pd by local technical instruction corninlttees 

% Th^nHudes' a ' 1 ; - : ' r V'' ' ' e»Hequer grants under the directory 

ion* n l . ' ' . - • "" 1 '"'" In attendance during the academic year, lugust i 1904 toJulv-?i 

BSrAKS n ?sSh ;''; i ;v o( t i ns, ;-""' i " M «*»*«*«' ^ «"■■ provisions ,; f kSS .i!;,!,:'; : 

schemes 7 ml n i ,i„ ,')', 1 i 1 "'-';: 1 " 1 ^'","'"' '"" .'"' , ' ' than ,h ' ,S1 ' conducted under tocal 

scnemes and (,,0 students attending "Industries" classes directly aided by tho department, but does 



4 



EDUCATION REPORT, 1906. 



not include the students of the Royal College of Science, who during the academic year, August 1, 1904, 
to July 31, 1905, numbered 124 (of whom 40 were agricultural students), or of the Metropolitan School 
of Art, who numbered 479 during the same academic year, or of the Irish Training School of Domestic 
Economy, who numbered 589, or the 16,387 students who attended the 617 short courses of instruction 
given in rural districts within the academic year August 1, 1904, to July 31, 1905. The number of stu- 
dents who qualified for grants (under the directory for 1901) was 4,963. 

( 3 ) This total includes the exchequer grants made by the department of agriculture and technical 
instruction amounting to £7,003 10s. 2d. and the grant for technical instruction from the Ireland devel- 
opmi nt grant, £3,500. The total expenditure on the Royal College of Science was £15,268 and the 
expenditure on the Metropolitan School of Art £4,497. In addition, £1,175 13s. 6d. was spent on the 
buildings of the Royal College of Science and £368 3s. Id. on the buildings of the school of art; £33,293 
10s. Id. was spent on acquiring the site for the new college of science. All the sums named refer to actual 
expenditure in the State financial year, April 1, 1904, to March 31, 1905. 




England and Wale ; - 0) G,095 

Scotland j ( x )768 

1 reland ! (') 234 



Total 
number 
of regis- 
tered 
pupils. 


Total grants from 
Imperial ex- 
chequer. 


"■) 709,997 
[2) 104,259 
(2)27,658 


£ s. d. 

( 3 ) 382,248 9 1 

(3)97,470 

(') 10,503 10 2 



Table 4. — University education. 

NOTES ON THE FIGURES GIVEN FOR ENGLAND AM) WALES. 

N. B. — The figures in parentheses preceding the following paragraphs arc used to connect the notes with 
the items in the table below against which similar figures are placed. 

(0 The figures given in the table below relate to the academic year 1904-5, and are confined, so far as the 
number of professors is concerned, to those university teachers who actually hold chairs in a univer- 
sity itself. They do not include teachers holding the title and status of professor in univorsity colleges 
which are constituent in a university, such as University College, London; King's College, London; the 
Royal College of Science, or the Armstrong College, Newcastle upon Tyne, unless the appointment to 
these chairs is made by the university. The numbers are. based upon figures furnished by the univer- 
sities themselves. If a professor holds two chairs, h^ has only been counted once. In the case of Oxford 
106 members of the university staff, designated as readers, teachers, etc., who elsewhere would be called 
professors, have not been included. In the case of Cambridge, 67 such teachers have been omitted from 
the table. In the case of London, since the university statutes make no reference to the title "Uni- 
versity professor," those teachers "appointed by" the university who are also heads of departments 
havebeen included, whilst heads of departments appointed by the various schools of the university even 
though they hold the title and status" of professor, have been omitted. In the case of Wales, there are no 
university professors distinct from those holding chairs in the constituent colleges, and in this case these 
professors have been included. It follows from this that the figures given in the table are but an inade- 
quate measure of the number of university teachers who are heads of departments. The figures given are 
confined to those whose technical status seems to bring them within the wording of the table. 

(') The figures in the table do not include students who have passed the matriculation examination of 
the University of London, but who have not entered upon a course of study in a school or under a teacher 
of the university. These students, who are called "External students," have been omitted from the table. 
The number of matriculated students furnished by the University of Oxford may, the university 
authorities point out, in any given year be somewhat in excess of the number actually present in the 
university, for a matriculated student in that university means a student whose name is on the books. 
The same remark applies to the University of Cambridge. On the other hand, there are many students 
undergoing regular courses of instruction, sometimes of a very advanced type, in the universities and 
constituent colleges of the universities, who, since they have not matriculated, are not included in the 
foregoing table. 

The figures for the University of Wales have been taken from the calendar of the University of Wales, 
and not from the calendars of the constituent colleges. 

( 3 ) The figures given in the table include the grants in aid made (a) to universities, (6) to the univer- 
sity colleges in England that are constituent colleges of a university, and (c) to the university colleges 
which together constitute the University of Wales; but they do not include the grants made to Univer- 
sity College, Sheffield (since granted a charter as the University of Sheffield); University College, Not- 
tingham; University College, Bristol; University College, Reading; or University College, Southampton. 
They also include provision made in connection with the University of London for buildings, etc., rates, 
and pensions amounting to £9,611 (c/, estimates, 1904-5, Class IV, p. 391). 

The universities of Oxford and Cambridge receive no grants from the Imperial exchequer. 

NOTE ON THE FIGURES GIVEN FOR SCOTLAND. 

The figures given in the table below have been supplied by the universities themselves. 
N. H.—Thc figure in parentheses preceding the following paragraph is used to connect the note with the 
item in the table below against which a similar figure is placed. 

(i) This includes a government grant of £1,000 to the University College, Dundee. 



NOTES ON THE FIGURES GIVEN FOR IRELAND. 



N. H.—The figures in parentheses preceding the following paragraphs are used to connect the notes with 
the items in the table below against which similar figures are placed. 

(>) The universities are' the University of Dublin and the Royal University of Ireland. The 
University of Dublin comprises one college, viz, Trinitv College, Dublin. The Royal University of 



EDUCATION IN GREAT BRITAIN AND IRELAND. 5 

I reland is not a teaching university, but the greater part of the teaching for the degrees of this university 
is carried on in five institutions- the three Queen's colleges at Belfast, Cork, and Gal way; the Catholic 
University College, Dublin, and Magee College, Londonderry. The statistics as to numbers of pro- 
fessors and students are given with reference to the *ix colleges named, but it is to be noted that 
matriculated students of the Royal University are taught in other colleges. 

(2) The details are as follows: 

(a) Trinity College, Dublin. The teaching stall consists of 25 junior fellows, of whom 9 are professors 
and 3 lecturers (special), 30 professors who are not fellows, and 10 lecturers (special) who are neither 
professors nor fellows. Total, 65. 

(b) The Royal University of Ireland. There aro no professors of the university, but the b* oate 
appoints fellows of the university, whose duty is to take part in conducting the university examina- 
tions and to teach matriculated students of the university in the ' 'approved ' ' colleges, w hich arc t hose 
above named. The fellows In I904were 27in number, distributed as follows: Belfast, 6; Cork, * Galway, 
l: Catholic Universitv College, i.">; Mage. College, l. The fellows of the Royal University have hitherto 
been invariably appointed in the first Instance as teachers in some one of the approved colleges. The 
table of the numbers of the professors of these colleges is furnished as the table of the number of | 

sors of the universitv. 

In the academic session, beginning in 1904 and ending in 1905, there were the following numbers of 
professors (excluding assistant professors, lecturers, and demonstrators) In the colleges named: 
Queen's College, Belfast, 19; Queen's College, Cork, Iff; Queen's College, Galway, 16; the Catholic Uni- 
versity College, Dublin. 16; Magee College, Londonderry, 7. 

( 3 ) In the academic session, beginning in 1904 and ending in 1905, Trinity College, Dublin, had 1.0SS 
matriculated students; Queen's College, Belfast, 345; Queen's College, Cork, 240; Queen's College, Gal- 
way, 95; Catholic University College, 150; Magee College, Londonderry, 60. 

0) Each Queen's college receives £7,000 annually from the consolidated fund, and in addition there 
is a grant for each on the estimates. In addition to the total shown. £3,986 4-. 4d. was spent from the 
board of works vote on the Queen's colleges buildings, and £340 0s.5d. from the same vote on the Royal 
University buildings. 

The Royal Universitv of Ireland receives no grant from the Imperial exchequer, but receives a grant 
of £20,000 annually from the commissioners of church temporalities in Ireland. 



Total 
number 
of uni- 
versi- 
ties. 



England and Wales 

Scotland 

Ireland 



Total 
number of 
professors. 



>310 

127 

S117 



Total 

number of 
matricu- 
lated 
students. 



= 13,215 
6,656 

3 1,97S 



Total grants from 
Imperial I x- 
chequer. 



•£80,611 
($391,769) 
i £43,000 
($208,980) 
« £25,560 3s. Sd. 
\ ($124,221) 



Table 5. — Summary. 





England and Wales. 


Scotland. 


Ireland. 


1. Total grants from Imperial ex- 


I £11,751,415 13s. lid . 
[■($57,111,876) 

6s. lid. per head 

£9,233,130 

5s. 5Jd. per head 

£918,7% 


£1,607,932 


£1,421,971 is. 


chequer for primary, secondary, 
technical, and university educa- 
tion. 

2. Proportion of (1) to total popula- 

tion. 

3. Total sum raised from local rates 

for educational purposes. 

4. Proportion of (3) to total popula- 

tion. 


($7,814,540) 

6s. lid. per head 

£1,134,242 

4s. 10Jd. per head... 
£247,005 


($6,910,77'.". 
lis. 5Jd. per head. 
01 18s. 4.1. 

1U1. per head. 
£112,885 6s. 10d. 


t a ta1 Ion account. 

6. Proportion of (6) to total popula- 

tion, 

7. Total cost to the Imperial ex- 

chequer of central administra- 
tion for primary, secondary, 
and technical education. 


6Jd. per head 

£399,815 17s. 8d 


is. Jd. per head 

£60,172 


6Jd- !'' r head. 
a £83,03 




6.8 per cent. 
£21,194. 


9. Total sum expended by local au- 
thorities on local administra- 
tion of primary, secondary, and 

technical education. 


£1,123,633 


£108,400 









o The corresponding expenditure in respect of schools Under the administ ration of the comnii-- 
of intermediate educal Ion Is met oul of the funds of the commissioners. 

In the year ending December 31, 1905, the total income of the board was £85,767; the total expendi- 
ture, £86,988; the expenditure on administ ration (examination, salaries of administ rath e officers, etc.), 
£23,045; proportion of this to direct expenditure on school grants and prizes, 36 per cent. 



6 EDUCATION BEPORT, 1906. 

ENGLAND AND WALES RECORD OF THE YEAR. 

The education bill of 1906. — The current year has been marked by an event in the 
educational history of England of no less moment than the passage of the education 
act of 1870. The education bill, introduced by a Liberal ministry into the House of 
Commons, April 9, 1906, was passed after four months of exhaustive discussion by a 
majority of 192 in a total vote of 546. In the House of Lords, the measure was amended 
out of all semblance to its original character, with the result that the proposals of the 
upper house were rejected in toto by the House of Commons. The House of Lords 
refused to concur in the decision of the Commons and the measure was thus lost. The 
bill was the immediate outcome of the Balfour law of 1902, which placed voluntary 
(chiefly denominational schools) upon the local taxes, but without local control. As 
a consequence, Nonconformists were obliged to pay taxes for sectarian teaching 
opposed to their conscientious convictions and given in schools under church teachers. 
The electoral campaign, which returned an immense Liberal majority to the House 
of Commons, was fought out mainly over this issue; hence the wrecked bill, as regards 
its main propositions, voiced the will of the majority of the voters. By this bill the 
dual school system, comprising'public schools, i. e., former board, now council schools, 
and voluntary schools, with all the anomalies entailed thereby, was abolished. The 
first clause of the bill provided that every school supported by public funds should 
be under the control of the local authorities; religious tests for teachers were prohibited 
and also all denominational teachings in public elementary schools, excepting by 
special arrangements with the local authorities. Even in such cases this instruction 
could not be given in the regular school hours, nor at public expense. 

The failure of this measure leaves the law of 1902 in full operation and threatens 
the continuance of troubles arising from the enforced tax for sectarian instruction. 
The opposition to this tax, expressed by the remarkable movement of passive resistance, 
promises to be more bitter and determined than before; the feeling in this matter is 
intensified by the final decision in the West Riding case. This is the case referred 
by the council of West Riding County as to their right to withhold a portion of the 
salaries of teachers who give religious instruction of a sectarian character, in volun- 
tary schools in the county. The high court of appeals decided that no local authority 
' ' is required to pay the whole salary of any teacher who gives religious instruction 
in a voluntary school." The case was then appealed to the House of Lords, by the 
managers of the schools referred to, and in this final tribunal the judgment was reversed. 
This decision defeats the hope that a way might be found of administering the law of 
1902 without violence to any man's conscience. 

By the provisions of the law managers of ' ' voluntary schools are required to keep 
the schoolhouse in good repair, and make such alterations and improvements in the 
buildings as may be reasonably required by the local education authority." Under 
present conditions this provision is likely to be rigidly enforced with the result that 
many parochial schools will be closed or transferred absolutely to the local authority. 
There is indeed a rapidly growing conviction that control by the local authorities 
is the only guaranty of sanitary conditions and efficient instruction in the schools. 
So that, apart from the desire to end the religious controversy, there is a strong move- 
ment toward a unified system of schools under the control of public authorities. The 
prediction is made with great confidence in many quarters that the conflict between 
the House of Commons and the House of Lords will simply hasten the movement for 
a system of nonsectarian schools supported and controlled by public authorities. 

Efforts to improve the living conditions of the poorer classes. — Apart from the contest 
over the education bill, the year has been marked by strenuous efforts to improve 
the living conditions of the children of the poorer classes. Universal regret was 
expressed that the defeat of the bill carried with it that of the proposed medical 



a For the full provisions of this bill see Bulletin of the U. S. Bureau of Education, No. 1, 1906. 



EDUCATION IN GREAT BRITAIN AND IRELAND. 7 

inspection of schools. A closely allied proposition was embodied in the "provision 
of meals act, " which passed at the close of the session. 

The main points of this act are here presented as summarized by M. C. H. Wyatt, 
of Manchester, chairman of the Association of Directors and Secretaries for Education, 
in a meeting of that association recently held in London (January 10, 1907): 

The act is permissive, consequently before it can be put into force in Manchester 
it will be necessary for its provisions to be adopted by the city council. 

The local education authority may associate themselves with any committee, on 
which they shall be represented, who will undertake to provide food for the children. 
The title of the committee to be "The School Canteen Committee." 

Financial aid may be given by the local education authority for the provision of 
land, buildings, furniture, apparatus, and officers necessary for the preparation and 
service of meals, but, save as hereinafter provided, the authority shall not incur any 
expense in respect of the purchase of food to be supplied at such meals. (Section 1.) 

Payment of meals. — Parents to be charged such an amount as may be determined by 
the local education authority in respect of every meal furnished to a child; unless the 
authority are satisfied that the parent is unable to pay, they must require such pay- 
ment, and the same may be recovered summarily. Where the meals are furnished 
thorough a canteen committee, the local education authority to pay over to the com- 
mittee such an amount recovered as represents the cost of food furnished by the 
committee. (Section 2.) 

Franchise of parents. — The franchise of a parent is not to be affected by relief granted 
under this act unless during the qualifying period the parent has been convicted of 
cruelty or neglect in respect of a child to whom a meal has been furnished. 
(Section 4.) 

Expenditure and borrouing powers. — The provisions of the education acts to apply 
to expenditure and the borrowing powers of a local education authority under the 
education acts are extended to work under this act. (Section 5.) 

Teachers. — It is not to be a condition of employment that any teacher in a public 
elementary school should assist or abstain from assisting in the provision of meals. 
(Section 6 .)« 

HIGHER ELEMENTARY SCHOOLS. 

The year has also been marked by progress in the development of higher elementary 
schools; that is, schools which continue the instruction of pupils up to their seven- 
teenth year. These schools, created by a minute of the board of education of date 
April 6, 1900, replace the " higher grade schools" which grew up under the former 
school boards in response to existing demands. The progress of these schools was 
checked by the Cockerton judgment to the effect that the moneys granted for ele- 
mentary education could not be applied to schools of that character. The board of 
education, by regulations issued in 1905, put the higher schools upon a new basis 
that admits of the freest possible development. They are to provide for the contin- 
uance of a sound English education, but beyond this the local authority is free, sub- 
ject to the approval of the board of education, to adapt the higher elementary Bchool 
to the special needs of the district in which it is situated. This very freedom, how- 
ever, has caused some confusion. As a means, therefore, of determining more exactly 
the scope of these schools and the best means of equipping them for their special 
province, the subject was referred to the consultative committee for special investi- 
gation and report. The results of their inquiry are embodied in a report on the sub- 
ject issued during the current year. In this report the committee endeavor to define 
the limits of the higher elementary as distinguished from the secondary school; but 
while such distinction is insisted upon, the report also makes it elear thai in the opinion 
of the committee the higher elementary school is not to lie an apprenticeship or trade 
school. They do not oppose the establishment of trade schools, which are indeed 
urgently demanded, but advise that if established they are aol to he broughl within 
the regulations of the board of education for higher elementary schools. 

a Cited from School Government Chronicle and Education Authorities Oazctto of January 12, 1907, 
pp. 32-33. 



8 EDUCATION REPORT, 1906. 

The report of the consultative committee on higher elementary schools, taken in 
connection with the regulations respecting secondary schools issued by the board of 
education in 1903, a and with the efforts for the extension of instruction in science and 
industrial art, shows the purpose of the board to carry out the full intent of the law 
of 1902, as regards the extension of Government supervision and aid beyond the nar- 
row limits of primaiy schools. The great object of the law of 1870, namely, that of 
securing school provision for all children in the realm, has been accomplished. The 
present demand for an extension of this work is one of the most important outcomes 
of that measure, and in respect to the recognition of that demand and the necessity 
of meeting it. the law of 1902 marks a distinct advance in the development of national 
education. 



DETAILED VIEW OF ELEMENTARY EDUCATION, ENGLAND AND WALES. 

Relation of the board of education to elementary schools. — The board of education 
administers Parliamentary grants for education, and to this end supervises the work 
of the schools aided and also issues regulations determining the conditions upon 
which the grant may be received. Through this policy, maintained since 1833, the 
year in which the first grant for elementary education was allowed, the authority of 
the Government over elementary schools has been constantly extending and has 
been the chief means of unifying their work throughout the country. In their report 
for 1904-5-6 the board of education explain that an elementary school, as defined by 
the elementary education act, 1870, is "a school at which elementary education is 
the principal part of the education there given," but the term "does not include any 
school at which the ordinary payments in respect of the instruction, from each scholar, 
exceed ninepence a week." A public elementary school is a school which satisfies 
certain further conditions imposed by the act, and is conducted in accordance with 
the code of regulations in force for the time being. Under the act of 1902 a public 
elementary school must, except in the case of certain schools attached to institutions, 
be maintained by the local education authority; but the power to provide instruction 
in a public elementary school is limited (except by consent of the board of education) 
to the provision of instruction for scholars who, at the close of the school year, will 
not be more than 16 years of age. The statutory age limit is the same in the case of 
higher elementary schools as in the case of other public elementary schools. On the 
other hand, in the case of blind, deaf, defective, or epileptic children, it extends to 
the age of 16 years, so that these children can remain at school up to the completion 
of the sixteenth year, whether this occurs in the course of the school year or at the 
end of it. 

The term "certified efficient school" is applied to a school which is an elementary 
school within the meaning of the act of 1870, and which, although it does not receive 
grants and is not required to comply with the conditions for a public elementary 
school, is open to inspection and is certified efficient by the board of edn^+ion. There 
are special regulations relating to these schools. 

Local administration. — The immediate administration of elementary schools rests 
with the local authorities, subject to the conditions imposed by law. 

The elementary education act of 1870 and subsequent amending acts (England 
and Wales) require that sufficient school accommodation be provided in every dis- 
trict for all the resident children between the ages of 5 and 14. Under acts of 1899 
and 1900 children between 12 and 14 years of age may (if it is so provided in local 
by-laws) conditionally obtain partial or total exemption from school attendance; 

«See Report of the Commissioner lor 1901, vol. 1, chap, xii, pp. 835-838. 



EDUCATION IN GREAT BRITAIN AND IRELAND. 9 

for children employed in agriculture the lower age limit for partial exemption is 11. 
An act of 1899 requires the Bchool authorities to make provision for the compulsory 
education of defective children to the age of 16 years. Under the education act. 1902, 
and the education London act, 1903, school boards and school attendance committees 
are abolished, their place being taken by the councils of counties, of county 
boroughs, of noncounty boroughs with population over 10,000, and of urban districts 
with population over 20,000. These local authorities (but not necessarily the two 
classes last mentioned) must establish educational committees, each in accordance 
with its own scheme, which must be approved by the board of education. The 
schemes must provide for the appointment by the council, from its own members, 
of a majority of the committee (unless, in the case of ;i county the council determine 
otherwise), for the appointment by the council of other persons with special qualifi- 
cations, and for the appointment of women on the committees. Schools provided 
by county councils must have managers in the proportion of 4 appointed by the 
council and 2 by the borough, district, or parish served by the school. Councils of 
county boroughs, etc., may appoint any number of managers for their provided 
schools. Schools aided, but not provided by local authorities, will have I "founda- 
tion" managers and 2 managers appointed by councils. Women may be managers. 

The managers are responsible for the conduct of the individual schools or group 
of schools placed under their charge. The education committees act as advisory 
bodies to the respective councils; the law also provides that a council may "delegate 
to the education committee, with or without any restrictions or conditions, as they 
think lit, any of their powers under this act, except the power of raising a rate or 
borrowing money. " 

The local education authorities control all expenditure necessary to maintain the 
public elementary schools. In the case of schools not provided by them, their require- 
ments, as to secular instruction and the number and qualification of teachers, must be 
complied with. They have power to inspect nonprovided schools, and they must 
have the use of the buildings of the same, free of charge, for elementary school pur- 
poses. The law of 1902 prescribes the funds from which the expenditure for public 
schools is to be met, and gives the local authorities borrowing powers. The local 
funds to be used for the maintenance of schools are derived from local taxes (rati - 
and from the income of endowments for elementary education, which are to be applied 
in such a manner as to reduce the rate of the local school taxes. 

The several Government grants formerly allowed for the support of elementary 
schools are replaced under the law of 1902 by a grant at the rate of 4 shillings per pupil 
in average attendance, and "an additional sum of 3 half pence per scholar for everj 
complete 2 pence per scholar by which the amount which would be produced by a 
penny rate on the area of the authority falls short of 10 shillings a scholar." fjnder 
certain conditions, however, the grant may be reduced. 

In accordance with the law of 1902. elementary schools are classified as provided ami 
nonprovided. corresponding, respectively, to the former board and voluntary BChools. 
The number of separate local authorities for education on November 1. 1905, was as 
follows: 

( Vuimils of administrative counties 

County boroughs 72 

Self-governing municipal boroughs L36 

Self-governing urban districts 56 

Scilly Isles 1 

327 



10 



EDUCATION REPORT, 1906. 



PUBLIC ELEMENTARY SCHOOLS (GENERAL TABLES). 

Table I. — Number of schools recognized on January 1, 1906, with their accommodation. 



Council schools, 
provided. 



Nuin- Aecommo- 
ber. dation. 



Voluntary schools, 
nonprovided. 



Num- Accommo- 
ber. dation. 



Total. 



Num- Accommo- 
ber. dation. 



Ordinary public elementary schools: a. 
Maintained by local education au- 
thorities 

Attached to boarding institutions, 
and not maintained by local educa- 
tion authorities (education act. 

1902, sec. 15) 

Higher elementary schools 

Schools for blind children 

Schools lor deaf children 

Day schools and classes for defective chil- 
dren 

Boarding institutions for defective or 

epileptic children 

"Certified efficient" schools 



3,445,881 



10,007 

749 

2,046 

9,847 

65 



13, 652 



3, 542, 180 



16,974 

522 

1,389 

2,110 



557 
10, 633 



>20, 513 
32 

y 260 

78 



7,005,041 
10, 529 

16,763 

10,633 



Total . 



7,046 3,468,595 13.837 3,574,371 20,883 7,042,966 



"This phrase is used to denote schools recognized under the code, other than higher elementary 
schools. 

Table I shows the number of schools included under the head of public elementary- 
schools, their classification, and accommodation. 

The denominational affiliations of the voluntary (nonprovided) schools were as 
follows: 





Church of 
England 
schools. 


Wesley an 
schools. 


Roman 
Catholic 
schools. 


Jewish 
schools. 


Undenomi- 
national 

and other 
schools. 




11,418 
2,761,917 


372 
142,210 


1,070 
412, 669 


12 
11,358 


780 


Accommodation 


214,032 



Table II shows the number of students in the various classes of public elementary 
schools December 31, 1906, and their classification by age: 

Table II. — Number of scholars of various ages on the school registers on last day of school 

year. 





Under 
3. 


3 and 
under 5. 


5 and un- 
der 7. 


7 and un- 
der 12. 


12 and un- 
der 15. 


15 and 
over. 


Total. 


Ordinary public elementary 
schools: 
Scholars under instruction 

as — 




582, 802 
30 


1,205,179 
56, 649 


303,379 

2, 842, 480 

1,489 

2,327 

670 

1,549 

5,430 

46 


261 

1,048,510 

6,339 

1,119 

623 

1,132 

2,137 

20 


5,104 
402 

340 

647 

233 

3 


2,091,621 






3,952,773 






8,230 






405 


860 
80 

198 
86 
3 


4,711 


Schools and institutions for 




1,713 


Schools and institutions for 






3,526 


Day schools and classes for de- 






7,886 


Institutions for defective or 






72 










Total 




583,237 
608,389 


1,263,055 
1,249,064 


3,157,370 
3,177,523 


1,060,141 
1,010,128 


6,729 
7,770 


6,070,532 


Total for preceding year 


1,460 


6,054,334 








13,991 




50,013 


1,041 


16, 198 




1,460 


25, 152 


20,153 











EDUCATION IN GREAT BRITAIN AND IRELAND. 



11 



The following table gives the principal statistics relative to the schools classified 
as ordinary public elementary. 

ORDINARY PUBLIC ELEMENTARY SCHOOLS. 

Table III. — Summary (departments, teachers, scholars, fees). 



1904-5. 



1903-4. 



Numlxir of departments 

Number of teachers in employment on last day of school year: 

Certificated teachers- 
Trained 

Untrained 

Uncertificated teachers 

Other teachers 

Total 

Scholars: 

Number of scholars on the registers at the end of tho school 
year- 
Boys 

Girls 

Total 

Number of partial exemption scholars attending at any timo 
during the year 

Average number of scholars on the registers during the year. . 

Average number of scholars in attendance during the year. . . 
Fees: 

Number of schools charging fees for scholars between 3 and 15 
years of age 

Number of scholars between 3 and 15 years of age paying fees 



31,927 



42, 893 
35, 841 
42,346 
43, 989 



165,009 



3,048,736 
2, 995, 658 



6,044,394 

80,368 
6,045,380 
5, 249, 4S5 



790 
268,823 



31,833 



41,451 

:;:•;, :;i,o 
40, 769 
45, 345 



160,925 



3,040,097 
2,991,010 



6,031,107 

78,876 
6,003,245 

5,144,702 



1,421 
412,471 



31,597 



39, 904 
31,010 
: 8, 191 
45,279 



154,384 



3,013,432 
2,967,172 



5,980,604 

80,681 
5,958,839 
5,0o0,219 



2,492 
607,534 



The number of pupils on the registers at the end of the year 1904-5, in the 
ordinary public elementary schools, viz, 6,044,394, was equivalent to 17.8 per 
cent of the population (1904). The average number of scholars on the registers dur- 
ing the year was 6,045,380, of whom 3,087,456 were in council schools and 2,957,924 
in voluntary schools. On the average enrollment an average attendance was main- 
tained of 87.35 per cent in council schools and of 86.29 per cent in voluntary schools. 

Expenditures. — -The expenditures for public elementary schools for the financial 
year April 1, 1905, to March 31, 1906, were met as follows: 



From Parliamentary grant £9, 867, 456 

From endowments, fees, etc 

From local taxes (rates) 8,660,891 



Amount. 



Total. 



IS, 830, 814 



Equivalent 

in I !■ 

States 

money. 



1,512,335 
43,304,455 



94,154,070 



Of the total 52.4 per cent was met by the grant and 45.98 per cenl by local I 
There was included in the total the sum of £2,210,964 ($11,054,820), payment on 
loans for land and buildings. 



12 



EDUCATION REPORT, 1906. 



UNIVERSITIES OF GREAT BRITAIN AND IRELAND. 

Attendance at universities of (treat Britain and Ireland at specified dates. 



Students. 



Universities and university colleges. 



Croat Britain: 

England and Wales — 

Oxford (22 colleges, 4 halls, and noncollcgiate students) 3, 408 

Cambridge (17 colleges, 1 hostel, and noncollegiate stu- 
dents) 2, 929 

Durham 171 

London b 

Victoria (Manchester) 

Leeds 

Liverpool 

Sheffield ' 

Birmingham 

University of Wales (3 colleges) ' 

University colleges ' 13, 411 

393 
192 



3, 466 



3,016 
170 



University colleges for women 

Bedford College for Women d 

Royal Holloway College for Women d 

Technical: City and Guilds of London (4 institu- 
tions)'' 

Scotland — 

Aberdeen 

Edinburgh 

Glasgow 

St. Andrews (2 colleges) 

Dundee University College e 

Glasgow (technical) College 

Ireland: 

Dublin University 

Belfast Queen's College 

Cork Queen's College 

University College, Dublin 

Galway Queen's College 



11,301 
400 
170 
110 

1,592 



1901. 



3,481 

2,958 
<J590 
(i, 8S9 
2,404 



677 

1,428 

<-4,131 

417 



7.55 


765 


2,812 


2,848 


1,789 


2,010 


236 


261 


175 


116 


286 


268 


1,100 


1,100 


343 


311 


206 


188 


105 


91 



2,929 
2,013 
a 419 



298 

976 

359 
171 



3, 570 3, 648 



2,900 
1,831 
6,083 
1,914 
842 
667 



814 
1,495 



3,054 
870 

8,287 

1.152 
833 
790 

1,711 
850 

1,383 



443 



814 | 830 

2,990 I 3,165 

2,178 I 2,364 

546 I 502 



314 

936 
342 
199 



/530 

1,088 
387 
232 
184 
97 



a Three colleges. 

b London University, reorganized as a teaching institution in 1900, includes University and King's 
colleges, 2 colleges for women (Bedford and Royal Holloway), 6 theological colleges or schools, West- 
field College, the Royal Agricultural College, 12 medical schools, the City and Guilds Central Technical 
College, the Royal College of Science, and the London School of Economics. The number of students 
is incomplete as regards medical schools and evening classes. 

<• The greater part of the colleges formerly comprised under the head of university colleges have been 
gradually included under the following university organizations: London, Victoria, Durham, and 
Birmingham. 

d Included in London University since 1900. 

e Affiliated with St. Andrews in 1897, and since 1900 statistics included with those of St. Andrews. 

/Not including 4,490 evening students. 

UNIVERSITY NOTES. 



Oxford. — Since the establishment of the Rhodes scholarships at Oxford so many 
inquiries have been received at the Bureau in regard to that university that it is deemed 
advisable to publish information upon the matter which is usually made the subject of 
inquiry. 

The University of Oxford numbers upward of 13,000 members. Of these about 
3.500 are in residence in Oxford; the remainder, with a few exceptions, have finished 
their academical course, taken a degree, and are scattered over the country, following 
various professions. The resident members of the university consist of undergraduates 
going through a course of instruction and study and of graduates giving instruction or 
engaged in research. The resident graduates are 400 or 500 in number, and the under- 
graduates in residence are about 3,000. 

The government of the university is in the hands of three bodies: (1) Convocation, 
which consists of all masters of arts and doctors of civil law, medicine, or divinity, who 
remain members of the university, whether resident or nonresident; (2) congregation 
of the university, which consists of resident members of convocation; (3) the heb- 
domadal council, which consists of certain officers and 18 members elected by congre- 
gation. The hebdomadal council alone has the power of initiation; congregation 



EDUCATION IN GREAT BRITAIN AND IRELAND. 13 

can amend, confirm, or reject its proposals; convocation can only confirm or reject 
them; it may, however, amend certain proposals relating to money. The election of 
the university representatives in Parliament is vested in the members of convocation. 

In order to "matriculate, ' ' or become a member of the university, it is necessary to be 
admitted into one of the colleges or halls or into the body called noncollegiate stu- 
dents. A candidate may be admitted into a college as a scholar, as an exhibitioner, 
or as a commoner. To be admitted into a college as a commoner or to become a 
member of a hall or a noncollegiate student it is necessary to pass an examination 
held by the college or hall or by the delegates of noncollegiate students or to have 
passed some test accepted in lieu of this examination. The degree of bachelor of arts, 
the ordinary university degree, can not be obtained in less than two years and eight 
months from matriculation, nor without residing in Oxford for 12 terms, which need not 
be continuous. There are 4 terms in each year. Members of the university who wish 
to proceed to a degree must tirst pass responsions or one of the examinations accepted as 
equivalent. The path of undergraduates then divides. Those aiming at honors in 
natural science take the science preliminary and then the final schools. To the rest 
three courses are open, («) to read pass moderations and pass finals; (b) to read pass 
moderations (or. what is reckoned as the equivalent for the schools of law and modern 
history, the law prelim.), and one of the final honor Bchools of Litt. Hum., mathe- 
matics, natural science, law, modern history, theology, oriental studies, and English 
literature; (c) to read honor moderations in classics or mathematics, and any one of the 
above-mentioned honor schools or the pass final school. After passing these examina- 
tions the undergradual e is entitled to take the degree of bachelor of arts. For a musical 
d egret 1 a special course is prescribed. For the higher degrees of bachelor or doctor in 
civil law, medicine, and divinity no more residence is necessary, but for the baccalau- 
reate in civil law and medicine there is an examination prescribed. For the degree of 
15. Litt. or B. Sc., there is a course of special study or research of a high standard 
selected by the candidate with the approval of the board of the faculty to winch the 
subject belongs. For the baccalaureate in divinity a thesis is required. Forthe M. 
A. degree the only requirement is that the candidate should have taken the 15. A. 
degree and had his name on the books for 2G terms since his matriculation. The 
new degrees of D. Litt. and D. Sc. are open to bachelors of letters and bachelors of 
science of 26 terms standing, and to M. A.s of 39 terms standing. Candidates musl 
submit to the board of the facility to which their subject belongs published books or 
papers containing an original contribution to the advancement of learning or Bcience. 
The bulk of the instruction at Oxford is given by the college tutors and lecturers under 
a system which allows members of one college to attend lectures given in any other. 
The remainder of the instruction is given by the university prof essors and readers. 
The chief university institutions are the Bodleian Library, the second library in the 
Kingdom, and the museum, which is furnished with all that is necessary for teaching 
natural science and medicine. 

Among recent measures indicating the gradual development of the two older 
universities of England along modern lines, the following are specially noteworthy: 

The organization of military instruction at Oxford, in view of the new departure 
whereby commissions are to be assigned annually to university students, is engaging 
the steady attention of the recently appointed delegacy. Courses of instruction are 
already arranged in military history and strategy, in military engineering, in military 
topography, and in tactics, military law, and administration. The candidates must 
be over 20 and under 25 when they present themselves for nomination; they musl 
have qualified for a degree, with special qualification in mathematics for those who 
aim at the royal artillery; must have been "attached to a regular unit" for twelve 
weeks, and obtained a certificate; and must have passed an examination (held twice 
a year) in military subjects. The adaptation of the special arrangements for the mili- 
tary course to the condition of the ordinary studies has been carefully prepared; 

a See Journal of Education (London), 190T>, pp. 201, 202, 55C.-7. 



14 EDUCATION EEPOKT, 1906. 

artillery candidates are advised to read for mathematical moderations; the "Military- 
history" special period is now included in the history school subjects; and military 
law, history, strategy, etc., can be offered in the final pass school, so that 3 out of 5 
of the subjects required in the military examination can be taken for the pass degree. 

The establishment of special studies leading up, not to a degree but to a diploma, 
has been an interesting growth of recent years at Oxford. Two more such diplomas 
have been established, namely, in anthropology and in forestry. The great advantage 
of this arrangement is that it meets the case (1) of those studies which are too special 
or restricted in range to be satisfactory avenues to a degree; (2) of those students who 
have completed their general education (at Oxford or elsewhere), but wish to reside 
for a time, for the sake of some special study, and yet naturally wish to obtain some 
recognition or evidence that they have pursued that study with profit. It is obvious 
that this class of students has largely increased in the older universities of late years. 
The research degrees, the Rhodes scholarships, the greatly increased communication 
between seats of learning in England, Europe, and America — all alike suggest and 
illustrate the new needs, which this is one among many attempts to meet. 

A new illustration has been supplied this term from quite a different quarter, which 
may be briefly reported. The university has been interested to hear that the new policy 
of the Indian secretary to transfer the education of the Indian forestry students (hitherto 
taught with the students at Coopers Hill) to the older universities will be carried into 
effect at Oxford next October. About a dozen have been selected, and accepted by 
various colleges; and their studies will include besides mathematics, surveying, geo- 
metrical drawing, and German, also chemistry, geology, forest plants and insects, and 
the theory and practice of forestry generally. Many of the students will in future 
doubtless be able to take a degree; but meanwhile the university has agreed to estab- 
lish a diploma in forestry, under a statute substantially of the same form as those 
adopted for public health, education, economics, geography, and anthropology. 

The first batch of students are already part of the way through their course, but in 
future a new avenue will be open (through forestry) for Oxford science students and 
others, to a branch of the civil service, with all its advantages. 

Cambridge. — A new diploma in mining engineering, open to candidates who have 
kept 9 terms and have pursued a course of study and examinations in the cognate 
subjects, is to be established, in pursuance of an act of Parliament (1903) for the regu- 
lation of mines. The act empowers the home secretary to issue certificates qualifying 
for the position of colliery manager, after a shortened period of service in a mine, to 
university graduates who possess certain scientific and technical qualifications. 

Two commissions in the Indian army will be added each year to those already allot- 
ted to the university, bringing the number of commissions in all the forces up to 14. 

Aberdeen University. — The most interesting event of the year in university circles 
of Great Britain was the celebration of the four hundredth anniversary of Aberdeen, 
September, 1907. The brilliancy of the ceremony was emphasized by the presence of 
King Edward and Queen Alexandra. The King dedicated Marischal College, the 
new building belonging to the university, which had been erected at an expense of 
$1,100,000. 

Dublin University. — On account of the decision to grant degrees of Dublin to women 
students on the same terms as to men, a large company of candidates from Girton, 
Newnham, and other colleges in relation with English universities that do not admit 
women to degrees, made application during the year for the Dublin degrees. After 
1907, however, the Dublin degree will only be conferred upon women students who 
have been in residence at the university, and it is believed that this restriction will 
increase the prestige and elevate the standard of the degree. 

UNIVERSITY COLLEGES OP RECENT FOUNDATION. 

The university colleges established in recent years in the great manufacturing cen- 
ters of Great Britain are modern in character, their courses of study having been 
planned to meet the demands of the times. It is impracticable to reproduce these 
courses here in full, and it suffices to say that they all have one common characteristic, 
in that while preserving a respectable proportion of classical studies most of the curric- 
ulum is devoted to modern languages and sciences and to the various branches of 
engineering and technology and agriculture in order to supply capable experts for the 



EDUCATION IN GREAT BRITAIN AND IRELAND. 15 

great modern industries. At these university colleges, as at continental institutions 
of a similar character, attention is paid to preparing students for local industries or 
business vocations. Special subjects of this character given in the programmes of 
studies range from banking to naval construction, brewing, coal mining, lace making, 
hosiery, etc., or agriculture, according to locality. 

A large number of young women attend these colleges, most of whom prepare them- 
selves for teaching, the colleges offering courses of instruction for that profession. 
Another noticeable feature in the work of the colleges is the liberal provision made by 
them for evening classes. 

It should be added that the university colleges participate in the annual grant made 
by Parliament, amounting for the year ending March 31, 1905, to £54,000 ($270,000). 
The three colleges in Wales belonging to the same class receive a grant of £4,000 
($20,000) each. A number of the colleges have been incorporated as local universities. 
The list of these colleges with a few details intended to show their origin and present 
attendance is as follows: 

The University of Birmingham was incorporated by royal charter on the 24th of March, 
1900; and, by the Birmingham University act, 1900, Mason University College was 
merged in the university as from the 1st of October, 1900. 

Faculties of science, arts, and commerce: The staff consists of the principal, the 
vice-principal, 21 professors, 9 special lecturers, 14 lecturers, and 10 demonstrators. 

Subjects of instruction: Mathematics (pure and applied); physics, chemistry, met- 
allurgy, mining, zoology and comparative anatomy, botany and vegetable physiology, 
physiology, geology and physiography, geography; civil, mechanical, and electrical 
engineering: malting and brewing; commerce, accounting, Greek, Latin, English 
language, literature, and composition, French language and literature, German lan- 
guage and literature, mental and moral philosophy and political economy, history, 
education, music, Hebrew, Spanish, Italian, commercial law. 

In 1904 the number of students was 653 (394 men, 259 women). 

The University of Leeds comprises (1) The Leeds School of Medicine, founded in 1831, 
and the Yorkshire College, established (first as a college of science) in 1874, which 
became united in 1884. From 1887 to 1903 the Yorkshire College formed part of the 
Victoria University; from October, 1903, until April, 1904, it was associated with the 
Owens College in the Victoria University of Manchester; and in 1904 it became an 
independent university, with the name of "The University of Leeds," the Yorkshire 
College being merged in the university by act of Parliament passed in the same year. 

The teaching staff in the department of arts and science in 1904 numbered 87 pro- 
fessors, lecturers, and assistants, and in the department of medicine, 28. The num- 
ber of students registered in the day classes in 1904 was G85 (505 men, 180 women). 

The University of Liverpool was founded in 1903 and began its work with a staff of 30 
professors, lecturers, etc., and during the session 1903-4 registered in the departments 
of arts, science, law, and engineering 542 students (358 men, 184 women), and in the 
medical school 158. It is interesting to observe that upon a total registration in 
studies which, including duplicates, gives a roll of 9,305 students, 162 students pur- 
sued Greek, 878 Latin; mathematics and the sciences predominated, with 2,970 stu- 
dents; technical courses (architecture, electrotechnies. engineering), 2,413 students. 

The zoological laboratories of the university, nearly completed, will afford ample 
accommodation for the research work carried on under the auspice s of the Liverpool 
marine biology committee and the Lancashire sea fisheries committee. 

Victoria University. — Owens College, Manchester, founded in 1846, and the Man- 
chester Royal School of Medicine, which was united with the college in 1872, are 
constituent parts of the Victoria University of Manchester, chartered in 1S80. 

Two colleges, Liverpool and Leeds, subsequently admitted to this foundation, have 
recently been incorporated with the universities of their own cities. 



16 EDUCATION REPORT, 1906. 

The teaching staff of Victoria University consists of 39 professors and 115 lecturers, 
demonstrators, and assistant lecturers. The number of day students attending the 
various departments in 1903-4 was 1,245 (900 men, 345 women), distributed as follows: 
Department of arts, science, and law, 878; medical department, 367. There were also 
277 evening students attending courses in law and political economy under arrange- 
ment with the Bankers' Institute (about 100 in each course), and above 900 students 
in the course on railway economics. 

University College, Sheffield, constituted by royal charter in 1897, was formed by the 
amalgamation of three preexisting institutions — the Firth College, the Sheffield Tech- 
nical School, and the Sheffield School of Medicine. These institutions had previously 
worked hand in hand, although under independent governing bodies. By the char- 
ter they were merged into one corporation with a single court of governors. 

The aim of the college is to provide for the people of Sheffield and the district the 
means of higher literary and scientific education by university methods of teaching. 
Its doors are open to all, without distinction of sex or class, who are over 17 years of 
age, though the limit of age may be lowered in exceptional cases. Applicants for 
admission under 16 years of age are required to pass an examination in English, math- 
ematics, and Latin. 

The courses of instruction include civil, mechanical, and electrical engineering : 
mi tallurgy, coal mining, mathematics, physics, chemistry, biology, English language 
and literature, history, Anglo-Saxon, Gothic, etc., Latin, Greek, philosophy, econom- 
ics, accounting, French, German, Spanish, law, music, education, commerce, exten- 
sion lectures, and medicine. 

The teaching staff comprises in the department of arts, science, etc., 12 professors 
and 26 lecturers and demonstrators, and in the department of medicine 9 professors 
and 17 assistants. 

The number of students registered in 1903-4 was: Day students, men 409 (12 under 
16 years of age); women, 105; evening students, men 1,312, women 55. 

Armstrong College, Newcastle upon Tyne (formerly Durham College of Science), 
founded in 1871, is an incorporated society in the University of Durham. The 
members of the society, called governors, become such by virtue of contributions to 
its funds of not less than £2 per annum, or as representatives of bequests amounting 
at least to £100. The college is in fact the outcome of efforts on the part of repre- 
sentative citizens to provide scientific and technical education for the surrounding 
population. 

The college buildings are spacious, affording accommodation for about 3,000 students, 
of whom 1,000 may be simultaneously at work in the various laboratories or engineer- 
ing shops. The total number of day students in 1903-4 was 523, including 191 women; 
of evening students 1,114, including 80 women. 

University of Wales. — The three university colleges of Wales, Aberystwyth, dating 
from 1872, University College of North Wales (Bangor), 1884, and University College 
of South Wales and Monmouthshire (Cardiff), 1883, constitute the University of 
Wales incorporated in 1893. Their general purpose, like that of the university col- 
leges of England, is to afford at a moderate expense the means of higher education 
in such branches of learning as are usually studied in the universities of Great 
Britain, with extensive courses in science and facilities for technical courses arranged 
with special reference to local requirements. 

Aberystwyth enrolled 467 students in 1903-4, of whom 413 took complete university 
courses. In addition to the above regular students, 28 men (farmers' sons and others 
engaged in agriculture) attended a seven-weeks' course in agriculture, chemistry, 
and kindred subjects during Michaelmas term of the session 1903-4, and 9 attended 
an extended short course of sixteen weeks during Michaelmas and Lent terms. 

Schoolmasters' classes in horticulture and nature study are carried on in the 
vacation. 



EDUCATION IN GREAT BRITAIN AND IRELAND. 17 

University College, Bangor, in 1903-4 reported 330 Btudents (204 men, 12<; women 
of whom 31 were pursuing courses in agriculture. The University College of South 
Wales (Cardiff) reported 651 day students and an attendance at the Technical School 
of the county borough of Cardiff (evening classes) of 3,196. 

The three colleges prepare students for degree examinations and many of their grad- 
uates appear in the roll of successful candidates for the degrees of London University. 

The particulars above given indicate more clearly than any general characterization 
tiie status and adaptations of the local colleges of Great Britain that have become parts 
of university foundations. Of the remaining colleges of the modern type participat- 
ing in the annual grant of £54,000, the following, Bristol (1876), Dundee (1880), Read- 
ing (1892), and Hartley University College, Southampton, 1902 (founded in 1850 as 
as Hartley Institute), are detached colleges working on the same lines as those that 
liave become parts of university organizations. 

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